rd
3 Grade
Curriculum Maps
2016-2017
The District Elementary School Science Curriculum Documents are designed to maximize and
coordinate science instruction throughout the district. The K-12 Academic Services Team has worked
with teachers to develop Curriculum Maps that are based around the Learning Focused Model. This
model is a planning framework that focuses on student learning. The Maps should be used in
coordination with the Science Year at a Glance, which gives the scope and sequence of instruction.
The Science Curriculum maps include essential questions, key learning statements, items for students
to know and do, and additional teaching resources.
The Benchmarks listed on the Science Curriculum Maps are the Next Generation Science
Sunshine State Standards. For a complete text of the NGSSS, please visit www.cpalms.org. Florida
Standards for Literacy and Math are included on the first page and should be used in every unit.
New to the maps are the addition of the English Language Development ELD Standards.
Teachers are required to provide listening, speaking, reading and writing instruction that allows English
Language Learners (ELL) to communicate information, ideas, and concepts for academic success in
the content area of Science. Here are the science ELD standards which are in all science course
descriptions:
ELD.K12.ELL.SC.1 English language learners communicate information, ideas and concepts
necessary for academic success in the content area of Science.
ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes
within the school setting.
To access an ELL supporting document which delineates performance definitions and descriptors,
please click on the following link: http://www.cpalms.org/uploads/docs/standards/eld/la.pdf. For
additional information on the development and implementation of the ELD standards, please contact
the Bureau of Student Achievement through Language Acquisition at [email protected].
The curriculum documents can be viewed in the K-12 Academic Services Portal. In addition to
the maps, please check the portal for more helpful documents and additional web links on the Content
Area Pages. Be sure to take part in the variety of Moodle Modules that will be available throughout the
year.
It is the sincere wish of the teacher committee and program specialist that this Science Curriculum
Document is helpful in guiding science instruction in Marion County. Please feel free to contact Jane
BeeBe ([email protected]) for questions or feedback on the Science Curriculum
Documents.
As you look at the map documents you will notice several key features explained here.
Pacing Guide
The Next Generation Science
Sunshine State Standards that are
covered in this Unit.
Misconceptions
written in student
language
MCPS
SY 15-16
The important learning
or generalization of
the unit.
Question that frames
the overall learning.
LEQ’s focus on
specific objectives for
a lesson.
Know’s = the facts,
terminology, vocabulary
that needs to be
explicitly taught.
Do’s = what the
student must do to
demonstrate mastery.
Sample Assessment
Questions
Variety of Resources that
may be considered when
planning instruction.
Content
complexity rating
definitions
Information about
District Assessments
MCPS
Strategies to help
differentiate instruction.
SY 15-16
3rd grade Science #5020040
Quarter Assessment Week of
10-Aug
15-Aug
22-Aug
29-Aug
1
5-Sep
FCA #1
12-Sep
19-Sep
26-Sep
3-Oct
FCA #2
10-Oct
17-Oct
24-Oct
31-Oct
7-Nov
FCA #3
14-Nov
2
21-Nov
28-Nov
5-Dec
FCA #4
12-Dec
19-Dec
26-Dec
2-Jan
9-Jan
16-Jan
23-Jan
30-Jan
6-Feb
3
FCA #5
13-Feb
20-Feb
27-Feb
6-Mar
13-Mar
20-Mar
FCA #6
27-Mar
3-Apr
10-Apr
17-Apr
FCA #7
24-Apr
4
1-May
8-May
FCA #8
15-May
22-May
29-May
Year at a Glance 2016-2017
3 day
ER
4 day
ER
3 day
Unit/Organizing Principle
Let’s Become a Scientist
Observing and Measuring Matter
States of Matter
Forms of Energy
ER
ER
2 day
ER
3 day
4 day
ER
ER
4 day
4 day
4 day
Light and Energy
Solar Energy & The Sun and Gravity
Winter Break
Solar Energy & The Sun and Gravity
Investigating the Stars
Plants
Spring Break
Plants
Animals
Environmental Influences and Health
ER
NS
Weather Make-up Day
1601
Notes
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 3rd grade
Subject: Science
UNIT/ORGANIZING PRINCIPLE:
Let’s Become a Scientist
PACING: 2 Weeks
Florida Next Generation Sunshine State Standards (NGSSS) / Benchmark Alignment
SC.3.N.1.1
SC.3.N.1.2
SC.3.N.1.3
Raise questions about the natural world, investigate them individually and in teams through free exploration
and systematic investigations, and generate appropriate explanations based on those explorations.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
Compare the observations made by different groups using the same tools and seek reasons to explain the
differences across groups.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations
conducted.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Infer based on observation.
SC.3.N.1.6
SC.3.N.3.1
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
Recognize that words in science can have different or more specific meanings than their use in everyday
language; for example, energy, cell, heat/cold, and evidence.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Misconceptions (“Students think…”)
•
•
•
Scientists only work in laboratories and wear white coats. In fact scientists work all over the world and into space (astronauts). They
adapt to the situation they are in and use appropriate tools/equipment.
There is only one scientific method/process. The steps, in fact, do not always go in order, but are a guideline.
One scientist’s conclusion is accepted by all. Many scientists will conduct experiments and get different results. They compare results and
discuss their conclusions, but do not always agree.
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Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 3rd grade
Subject: Science
Let’s Become A Scientist
UNIT/ORGANIZING PRINCIPLE:
Key Learning Statement: There is a scientific process for
investigating the world around us.
Lesson Essential Questions
Your Real World
• What makes up the real world?
• How do you investigate the real world?
• What tools do scientists use to
investigate the real world?
Scientific Process
• How do most scientific investigations
begin?
• What are some of the methods for
scientists to collect data during a
scientific investigation?
• How do scientists share their
information about investigations with
other scientists?
• How do scientists use their data to
develop an inference or draw a
conclusion?
Scientific Terms and Meanings
• How can words such as energy, cell,
heat/cold and evidence mean
something different to scientist versus
the everyday world?
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PACING: 2 Weeks
Unit Essential Question: What is the scientific process and why is it
important?
Know
•
•
Real world (ex. Home,
classroom, self, nature),
observation is the way we get
information about our world
through our senses
•
•
•
•
•
•
•
•
•
experiment
investigation
data
hypothesis
evidence
inference
prediction
conclusion
experiments test predictions
•
words in science have different
meanings
Do
•
Conduct investigations using a hand lens,
balance scale, measuring cup, thermometer,
and ruler
•
Summarize observations made by two
different groups conducting the same
experiment
Describe the steps of the scientific process
including questioning, predicting, observing,
collecting data, communicating, and drawing
conclusions
Compare observations made by different
groups
Interpret observations using prior knowledge to
make inferences about outcomes
Record observations and measurements
Develop questions about the world around you
•
•
•
•
•
•
•
Recognize and give examples of words in
science that have different meaning than in
everyday use
Explain why there may be differences
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Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 3rd grade
Subject: Science
UNIT/ORGANIZING
PRINCIPLE:
Let’s Become a Scientist
ACTIVITIES AND RESOURCES
PACING: 2
Weeks
SAMPLE FOCUS ASSESSMENT QUESTIONS
District Lab
Bubble Investigations from Intro to Science Grade 3 Resource Guide pages 43-44
MyMarionPortal
Intro to Science: Grade 3 Guide
National Geographic Science Textbook
National Geographic Science Methods and Process Skills Big Book
Resource Book(s)
Project Food, Land, and People
Student Science Notebooks
ScienceSaurus: Grades 2-3 (Red Book)
Pgs. 1 – 77
Internet Resource(s)
www.myNGconnect.com
Research on Different Scientists
Inference: “Mystery Photos” www.mysteryphotos.com/
http://studyjams.scholastic.com (scientific method, investigate to collect data,
identify outcomes and make predictions, scientific theory and evidence)
AIMS
Math + Science A Solution
AIMS: Florida 3rd Grade: Physical Science
•
Verifying Volumes
•
Scientists at Work
•
Car Color Census
•
What’s the Evidence
AIMS Life Science Book – 3rd Grade
Pgs. 11 – 14
Content Complexity Rating Link
http://www.cpalms.org/textonly.aspx?ContentID=23&UrlPath=/page23.aspx
FCA CONTENT FOCUS
Nature of Science is addressed throughout
the year in FCA’s.
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Differentiation for Low Content Students:
• Vocabulary Support – limit vocabulary to most
essential terms about science processes
• Have students use a word study guide or Frayer
Model to help them understand these terms.
• Use distributed summaries to check for
understanding in the lesson
Differentiation for High Content Students:
• In small groups, choose a question in science of
common interest and design an investigation based
on the steps used by National Geographic explorer
(Tierney Thys) in the Science Methods and
Processes Big Book.
LEOC CONTENT FOCUS
CULMINATING ACTIVITY
See Blueprint for specific information
Page 3 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 3rd grade
Subject: Science
UNIT/ORGANIZING
PRINCIPLE:
Observing and Measuring Matter
PACING: 3 Weeks
Florida Next Generation Sunshine State Standards (NGSSS) / Benchmark Alignment
Measure and compare temperatures of various samples of solids and liquids.
SC.3.P.8.1
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Measure and compare the mass and volume of solids and liquids.
SC.3.P.8.2
SC.3.P.8.3
SC.3.N.1.2
SC.3.N.3.1
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Compare materials and objects according to properties such as size, shape, color, texture, and
hardness.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Compare the observations made by different groups using the same tools and seek reasons to explain
the differences across groups.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
Recognize that words in science can have different or more specific meanings than their use in
everyday language; for example, energy, cell, heat/cold, and evidence.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Misconceptions (“Students think…”)
•
Size Versus Mass- Some students may think that any larger object has more mass than a smaller object. Ex: The mass of an
object includes all the matter that makes up an object.
•
Mass and Weight- Students may think that mass and weight are the same thing. Ex. Mass remains the same and weight
depends on gravity.
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Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 3rd grade
Subject: Science
Observing and Measuring Matter
UNIT/ORGANIZING PRINCIPLE:
Key Learning Statement: Matter has properties that can be measured
and observed.
Lesson Essential Questions
Observing Matter
• What is matter?
• How can we sort matter?
• What properties do we use to sort
objects?
Measuring Matter
• How can you measure the mass of an
object?
• How can you measure the volume of
matter?
• How can you measure the temperature
of matter?
Do
•
•
•
•
matter
properties
properties of matter
physical characteristics of matter
including; size, shape, color,
texture, hardness
•
•
•
•
•
•
Fahrenheit (oF)
Celsius (oC)
temperature
mass
volume
balance scale is used to measure
mass
Thermometer is used to measure
temperature
Graduated cylinder is used to
measure volume of a liquid
•
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Unit Essential Question: How can we observe and measure
properties of matter?
Know
•
PACING: 3 Weeks
•
•
•
Explain what matter is
Identify examples of matter
Classify various objects according to size,
shape, color, texture, and hardness
•
Measure mass and/or volume of both
liquids and solids using a balance and a
graduated cylinder
Compare the mass, volume, and
temperature of both liquids and solids
Measure temperature using a thermometer
Create a graph using data or results from
measurements
Summarize observations made by two
different groups conducting the same
experiment.
Explain why there may be differences
•
•
•
•
•
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Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 3rd grade
Subject: Science
Observing and Measuring Matter
UNIT/ORGANIZING PRINCIPLE:
ACTIVITIES AND RESOURCES
PACING: 3
Weeks
SAMPLE FOCUS ASSESSMENT QUESTIONS
District Lab
National Geographic Directed Inquiry pages T207a-T207d “Investigating
Volume and Mass”
National Geographic Science Textbooks
Chapter 6 Lessons 1 – 6
Inquiry and Writing Book
Investigate Properties of Objects Pgs. 94 – 97
Assessment Book Pgs. 47 – 50
ScienceSaurus: Grades 2-3 (Red Book) Pgs. 236 – 247
Internet Resource(s)
www.teacher.scholastic.com/activities/studyjams/matter_states.com
www.myNGconnect.com
http://studyjams.scholastic.com – properties of matter
AIMS
Math + Science A Solution – “Weight Watchers”
Water, Precious Water – “How Can we Agree?” / “All Bottled Up”
Floaters and Sinkers: Mass, Volume, and Density – “Can You Tell?”
AIMS: Florida 3rd Grade: Physical Science
As Cool as a Cucumber, Evening Out Temperatures, Kool Kups,
Heat and Color, Eggsploring Attributes, A Cooked Up Change,
Pleased as Punch, Cups ‘n’ Stuff, Water in Apples, Properties,
Exploratory Surgery
Content Complexity Rating Link
http://www.cpalms.org/textonly.aspx?ContentID=23&UrlPath=/page23.aspx
FCA CONTENT FOCUS
observing matter-8 questions
temperature-4 questions
other measurements-5 questions
multiple meaning-1 question
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Differentiation for Low Content Students:
• Vocabulary support – Provide academic
language frame such as: _________is a tool
to measure temperature
• Use graphic organizers to chart observations
of the various properties of matter
Differentiation for High Content Students:
• Expansion of topic - Have students make
mystery bags with objects and describe the
objects using physical properties. Share with
other students and see if they can guess the
object.
LEOC CONTENT FOCUS
See Blueprint for Specific Information
CULMINATING ACTIVITY
Use a graphic organizer to compare
and contrast the properties of various
objects using physical characteristics
and measurements taken
Page 3 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 3rd grade
Subject: Science
UNIT/ORGANIZING PRINCIPLE:
States of Matter
PACING: 4 Weeks
Florida Next Generation Sunshine State Standards (NGSSS) / Benchmark Alignment
SC.3.P.9.1
SC.3.N.1.7
Describe the changes water undergoes when it changes state through heating and cooling by using familiar
scientific terms such as melting, freezing, boiling, evaporation, and condensation.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Explain that empirical evidence is information, such as observations or measurements, that is used to help
validate explanations of natural phenomena.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
Misconceptions (“Students think…”)
•
Sweating Glasses-Students sometimes refer to glasses as “sweating” as if the moisture on the outside were coming from the
liquid on the inside.
•
Materials can only exhibit properties of one state of matter
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Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 3rd grade
Subject: Science
States of Matter
UNIT/ORGANIZING PRINCIPLE:
Key Learning Statement: Water undergoes changes through the
heating and cooling process.
Lesson Essential Questions
States of Matter
• What are the characteristics of solids,
liquids, and gases?
• What are the differences between the
states of matter?
Changes in States
• How does water change when it is
heated or cooled?
• How does the volume of an object
change when the state of matter
changes
Unit Essential Question: How is water affected by the heating and
cooling process?
Know
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
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PACING: 4 Weeks
states of matter
water vapor
a solid has a definite shape
a liquid takes the shape of its container
gas is matter that spreads to fill a
space
evaporation
condensation
melting
freezing
heating
cooling
water vapor
natural phenomena
physical changes
changes water undergoes from solid to
liquid; liquid to gas; liquid to solid
applying heat or removing heat creates
changes in water state
Do
•
•
•
•
•
•
•
Describe the characteristics of solids,
liquids and gases
Compare and contrast water in solid,
liquid and gas form
Demonstrate how temperature affects
states of matter
Measure temperature of water as it
changes states
Record data from various samples of
solids and liquids
Conduct an investigation showing the
changing states of water including;
freezing, melting, boiling, evaporation,
and condensation
Page 2 of 4
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 3rd grade
Subject: Science
UNIT/ORGANIZING
PRINCIPLE:
States of Matter
ACTIVITIES AND RESOURCES
District Lab
National Geographic Directed
Inquiry T221e-221h
“Investigate Water and
Temperature”
National Geographic Science
Textbooks
Chapter 7 Lessons 1 – 6
Inquiry and Writing Book
Science In A Snap (Observe
Water
Drops) Pg. 91
Learning Masters Pgs. 92 –
113
Assessment Book Pgs. 51 –
54
Leveled Reader “Recycling
Rules”
Trade Book(s)
The Snowy Day by Keats
A Drop of Water by W. Wick
Bob the Snowman by Sylvia
Loretan
ScienceSaurus: Grades 2-3
(Red Book)
Pgs. 245 – 247
FCA CONTENT FOCUS
states of matter-6 questions
changes in state-11 questions
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AIMS
Water, Precious Water – “Water Olympics”
AIMS: Florida 3rd Grade: Physical Science
From State to State
Frosty Forms
Little Shavers
Kool Kups
Chilly Changes
Property Flip
Internet Resource(s)
www.myNGconnect.com
www.brainpop.com – Measuring Matter
www.brainpop.com – States of Matter
CCC Video on Demand :
“Matter: Solids, Liquids, and Gases”
“Heat and Temperature and Properties
of Matter”
http://studyjams.scholastic.com – properties of matter, solids
liquids and gases, physical and chemical changes in matter
PACING: 4 Weeks
SAMPLE FOCUS ASSESSMENT
QUESTIONS
One morning, Ryan noticed there were
tiny drops of water on the grass as he
walked to school. That afternoon, he did not
see any drops of water on the grass when
he returned home. Which of the following
best explains what happened to the drops
of water?
A. The heat from the air caused the water
drops to boil.
B. The air cooled the water and caused
the drops to freeze.
★ C. The Sun heated the water and caused
the drops to evaporate.
D. The energy from the Sun caused the
water drops to condense
http://www.creativegamesforkids.com/mind_science_solidsliquids-gases.html
Content Complexity Rating Link
http://www.cpalms.org/textonly.aspx?ContentID=23&UrlPath=/page2
3.aspx
LEOC CONTENT FOCUS
See Blueprint for Specific Information
CULMINATING ACTIVITY
Read (Nat. Geo. pages 244-251) Become An
Expert “Ice Hotel Construction”
Page 252 “Draw”
Draw a picture of a stage in the making or melting
of the ice hotel. Label the states of matter and
changes of state that are happening. Drawings can
be combined to create a guidebook for ice hotels.
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Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 3rd grade
Version 1601
Subject: Science
Page 4 of 4
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 3rd grade
Subject: Science
UNIT/ORGANIZING PRINCIPLE:
Forms of Energy
PACING: 5 Weeks
Florida Next Generation Sunshine State Standards (NGSSS) / Benchmark Alignment
Identify some basic forms of energy such as light, heat, sound, electrical, and mechanical.
SC.3.P.10.1
Cognitive Complexity: Level 1: Recall
Recognize that energy has the ability to cause motion or create change.
SC.3.P.10.2
SC.3.P.11.2
SC.3.N.1.2
Cognitive Complexity: Level 1: Recall
Investigate, observe, and explain that heat is produced when one object rubs against another, such as rubbing
one's hands together.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
Compare the observations made by different groups using the same tools and seek reasons to explain the
differences across groups.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
Misconceptions (“Students think…”)
•
•
Energy is often difficult for students to grasp. Students may think that energy is a thing rather than the ability to do work or cause a change.
Ex: Both moving and non- moving objects have energy.
Heat and Cold- Students may believe that coldness is something like heat. Ex: Heat is energy, cold is not.
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Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 3rd grade
Subject: Science
Forms of Energy
UNIT/ORGANIZING PRINCIPLE:
Key Learning Statement: Energy comes in many different forms.
Lesson Essential Questions
Forms of Energy
• What are some forms of energy?
• How are different forms of energy
used?
PACING: 5 Weeks
Unit Essential Question: What is energy?
Know
•
•
•
•
•
•
•
•
•
•
Do
•
energy
stored energy
energy of motion
light energy
heat energy
sound energy
electrical energy
mechanical energy
vibration creates sound
energy is the ability to do work or cause
change
•
•
•
•
•
•
Motion and Change
• What is the relationship between energy
and motion?
• What are examples of motion in the real
world?
• What happens when one object rubs
against another object?
•
•
•
•
•
•
stored energy (potential energy)
energy of motion
energy is the ability to do work or cause
change
force
friction
friction produces heat
•
•
•
•
Version 1601
Identify some basic forms of energy
(light, heat, sound, electrical, and
mechanical)
Define heat and friction
Give some example of objects that use
various forms of energy (i.e.: light bulb,
stars, kaleidoscope, Sun)
Explore sound energy (i.e.: thunder,
voice, radio, musical instruments)
Explore electrical energy (i.e.: battery,
computer, clock, static)
Explore mechanical energy (i.e.: ball,
windmill, rollercoaster)
Investigate ways energy is used to
cause motion (walking, running,
growing, windmill)
Demonstrate friction creating heat
(rubbing hands)
Demonstrate how an increase in friction
slows motion
Summarize observations made by two
different groups conducting the same
experiment
Explain why there may be differences.
Page 2 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 3rd grade
Subject: Science
Forms of Energy
UNIT/ORGANIZING PRINCIPLE:
PACING: 5 Weeks
SAMPLE FOCUS
ASSESSMENT QUESTIONS
ACTIVITIES AND RESOURCES
District Lab
National Geographic Guided Inquiry pages
T279a-279d “Investigate Motion”
National Geographic Science Textbook
Chapter 8 Lessons 1 – 6
Inquiry & Writing Book
“Investigate Motion” Pgs. 118 –
121
Leveled Reader “Explore the Energy
of Water”
Assessment Book Pgs. 55 – 58
ScienceSaurus: Grades 2-3 (Red Book)
Pgs. 254 – 279
Content Complexity Rating Link
http://www.cpalms.org/textonly.aspx?ContentID=23&UrlP
ath=/page23.aspx
ReadWorks Passages-
Clean Energyhttp://www.readworks.org/passages/cleanenergy
Model Eliciting Activity
An Energetic Place to Live
FCA CONTENT FOCUS
friction-3 questions
motion and changes-4 questions
forms of energy-8 questions
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Internet Resource(s)
www.myNGconnect.com
www.brainpop.com – Forms of Energy, Energy
Sources, Potential and Kinetic Energy
www.eia.gov/kids - EIA Energy Kids – Solar
solarschools.net
www.eschoolstoday.com/energy/kinds-of-energy/allabout-energy.html
http://studyjams.scholastic.com – energy and matter,
light, heat, force
and motion, sound
CCC Video on Demand
“Learning About Sound”
Bill Nye Energy and Motion
AIMS
Primarily Physics Pgs. 70 – 72
On-Line: Cool Colors
AIMS: Florida 3rd Grade: Physical Science
Energy Match Up, Sounds, Salt Dancers,
Ruler Ramps, Light Essentials, Heat, Curly
Cue, The Art of Change, Light Hot, See the
Light, Feel the Heat, Heat, Heat From
Friction, Hot Stuff
Jason stretches a rubber band
between his fingers, as shown
below. When he plucks the rubber
band, it makes a sound.
Which of the following best explains why the
rubber band makes a sound when
Jason plucks it?
A.
★ B.
C.
D.
LEOC CONTENT FOCUS
See Blueprint for Specific Information
It heats the air.
It vibrates the air.
It absorbs energy from the air.
It releases molecules into the air.
CULMINATING ACTIVITY
Read Nat. Geo. Becoming an Expert
Choose a favorite toy. Draw a picture
and label. Write to explain how your
favorite toy uses energy.
Page 3 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 3rd grade
Subject: Science
UNIT/ORGANIZING PRINCIPLE:
Light Energy
PACING: 4 Weeks
Florida Next Generation Sunshine State Standards (NGSSS) / Benchmark Alignment
Demonstrate that light travels in a straight line until it strikes an object or travels from one medium to another.
SC.3.P.10.3
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Demonstrate that light can be reflected, refracted, and absorbed.
SC.3.P.10.4
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Investigate, observe, and explain that things that give off light often also give off heat.
SC.3.P.11.1
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
Misconceptions (“Students think…”)
•
•
•
Reverse Image?-Some students might think that when light reflects off a mirror, it reverses the image a person sees. Students often have
this misconception because when they hold printed material up to a mirror, it appears to be written backward.
Water does not reflect or absorb light but light can go through it.
Shiny objects reflect more light than dull objects.
.
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Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 3rd grade
Subject: Science
Light Energy
UNIT/ORGANIZING PRINCIPLE:
Key Learning Statement: Light is a form of energy.
Unit Essential Question: How does light work or cause change?
Lesson Essential Questions
Sources of Light
• What are some sources of light energy?
• How are light and heat energy related?
Know
•
•
•
Characteristics of Light
• How does light travel?
• What happens when light passes
through different materials?
• What happens when light cannot pass
through a material?
PACING: 4 Weeks
•
•
•
light
light is a form of energy
light can be reflected, refracted,
or absorbed
light travels in a straight line
unless it strikes an object or
material
when light travels through
different materials it bends
(refracts)
shadow, refraction, reflection,
absorption
Do
•
•
Identify things that give off light energy
Investigate and observe light and heat
•
Explore how light travels (shine on/through clay,
paper, foil, wax paper, cellophane, glass,
plastic)
Demonstrate that light travels in a straight line
through something clear (glass, window, water)
until passes through one medium to another
Demonstrate that if light does not pass through
an object then it forms a shadow
Demonstrate reflection, refraction, and
absorption
Explain that when light passes through different
materials it refracts
Explain that refraction is due to light rays
slowing down as they move from one medium
to another (like from air to water)
Explain that the taking in of light by a material is
called absorption
•
•
•
•
•
•
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Page 2 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 3rd grade
Subject: Science
UNIT/ORGANIZING
PRINCIPLE:
Light Energy
ACTIVITIES AND RESOURCES
District Lab
National Geographic Guided Inquiry T311aT311d “Investigate Light and Objects”
“Learning About Light”
ScienceSaurus: Grades 2-3 (Red Book) Pgs. 266 – 270
Content Complexity Rating Link
http://www.cpalms.org/textonly.aspx?ContentID=
23&UrlPath=/page23.aspx
Internet Resource(s)
www.myNGconnect.com
CCC Videos – “Color and Light” – Bill Nye
“Light Optics” – Bill Nye
online games
www.woodlandsjunior.kent.sch.uk/revision/Science/lightsha
dows.html
white board page www.ngflcymru.org.uk/vtc/light/eng/Introduction/default.htm
shadow activity
www.bbc.co.uk/schools/scienceclips/ages/7_8/light_shado
ws.shtml
AIMS
Primarily Physics
AIMS: Florida 3rd Grade: Physical Science
Light Essentials, Flashlight Findings, Just Passing
Through, Light Rays Slow Down, Reflecting on Light,
Targeted Reflections, Rainbow Rounds, Prism Power,
Heat and Color
ReadWorks Passage
Light Bounces-
FCA CONTENT FOCUS
LEOC CONTENT FOCUS
National Geographic Science Textbook
Chapter 9 Lessons 1 – 8
Inquiry and Writing Book –
“Investigate Light and Heat” Pgs. 122 –
125
“ Investigate Light and Objects” Pgs. 126
– 129
Leveled Readers “Scope this Out”
Assessment Book Pgs. 59 – 62
Learning Masters Pgs. 124 – 138
Kagan
Cooperative Learning and Hands on
Science
Pgs. 149 – 159 Investigating Cameras
“Light” Real World Science
sources of light-2 questions
light travels-12 questions
inference-1 question
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PACING: 4 Weeks
SAMPLE FOCUS ASSESSMENT
QUESTIONS
What can cause light to change
direction?
A. heat
B. sound
C. moving too fast
★D. striking an object
http://www.readworks.org/passages/light-bounces
See Blueprint for Specific Information
CULMINATING ACTIVITY
Read Nat. Geo. Becoming an Expert
pages 316-324. Write how you could
compare laser light and sunlight.
Explain or illustrate how light can
reflect, refract, or be absorbed.
Page 3 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 3rd grade
Subject: Science
UNIT/ORGANIZING PRINCIPLE:
Solar Energy, the Sun, and Gravity
PACING: 4 Weeks
Florida Next Generation Sunshine State Standards (NGSSS) / Benchmark Alignment
Identify the Sun as a star that emits energy; some of it in the form of light.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Recognize that the Sun appears large and bright because it is the closest star to Earth.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
Explore the Law of Gravity by demonstrating that gravity is a force that can be overcome.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
Demonstrate that radiant energy from the Sun can heat objects and when the Sun is not present, heat may be lost.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations conducted.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Recognize the importance of communication among scientists.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Recognize that scientists question, discuss, and check each other’s' evidence and explanations.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Infer based on observation.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
Explain that empirical evidence is information, such as observations or measurements, that is used to help validate
explanations of natural phenomena.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
Recognize that scientists use models to help understand and explain how things work.
Cognitive Complexity: Level 1: Recall
Recognize that all models are approximations of natural phenomena; as such, they do not perfectly account for all
observations.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
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Misconceptions (“Students think…”)
•
•
•
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How the Sun Warms the Air: Students may think that the sun warms the air in the atmosphere directly by shining on it. In fact, Solar energy
travels through the atmosphere, striking Earth’s surface, which absorbs and then radiates it back into the atmosphere as heat.
Some students may think that the sun is larger than all other stars. Emphasize that the sun’s distance from Earth makes it appear larger than
other stars.
Students must understand that although the sun appears to move across our sky, it is actually the Earth’s rotation causing the pattern of day and
night. The sun being present or not present may lead to student misconceptions that the sun is moving instead of the Earth moving.
Page 1 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 3rd grade
Subject: Science
Solar Energy, the Sun, and Gravity
UNIT/ORGANIZING PRINCIPLE:
Key Learning Statement: The Sun is an important source of
energy
Lesson Essential Questions
Properties of the Sun
• Why does the sun appear large and
bright compared to other stars?
• What properties can you observe about
the Sun?
Solar Energy
• What forms of energy does the Sun
produce?
• How can we use solar energy in our
daily lives?
Gravity
• What is gravity?
• How can gravity be overcome?
PACING: 4 Weeks
Unit Essential Question: How is the sun important to our daily lives?
Know
•
•
Do
Sun is the closest star to Earth
The appearance of an objects size
depends upon the distance from the
object
•
•
•
Solar energy, the Sun, star, gravity,
model
Sun produces solar energy in the form
of heat and light
•
radiant energy
•
Weight is the measure of the pull of
gravity on an object
Gravity is a pulling force that can be
overcome by a great force
•
•
•
•
•
•
•
•
Scientist Communication
• How do scientists communicate their
findings with other scientists?
• Why is it important for scientist to
communicate their findings?
•
•
Scientists communicate information
using models, journals, charts and
graphs
Scientist question, discuss, and check
each other’s evidence and explanations
•
•
•
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Investigate how the Sun continually
gives off heat even when not visually
seen (I.e.: on cloudy days, solar ovens)
Compare the loss of heat in a variety of
conditions
Compare and contrast the advantages
and disadvantages of using solar energy
Explain that the Sun produces solar
energy in the form of heat and light and
how the loss of it affects objects.
Explain how weight affects the pull of
gravity on an object
Demonstrate that gravity is a force that
can be overcome (i.e.: helium in a
balloon)
Measure temperature using a
thermometer in oF and oC
Create a model to demonstrate how
things work (2-D / 3-D models)
Compare model size to real world
objects. (Some objects are smaller and
some are larger.)
Discuss the importance of scientific
communication through questions and
discussion
Compare the observations and results
made by groups for the same experiment
Page 2 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 3rd grade
Subject: Science
UNIT/ORGANIZING PRINCIPLE:
Solar Energy, the Sun, and Gravity
ACTIVITIES AND RESOURCES
District Lab
National Geographic Directed Inquiry pages
T139e-T129h “investigate Gravity”
National Geographic Science Textbook
Chapter 4 Lessons 1 – 9
Inquiry and Writing Book
“Investigate Energy from the Sun” Pgs. 56 –
59
“Think Like a Scientist” Pgs. 60 – 63
Learning Masters
Explore Activity Pgs. 56 – 58, Assessment
Pgs. 83 – 84
Leveled Readers - “The Sun”
Resource Book(s)
FL Assessment book Pgs. 27 – 30, Chapter
4 test
Content Complexity Rating Link
http://www.cpalms.org/textonly.aspx?ContentID=
23&UrlPath=/page23.aspx
ReadWorks Passage
“Who Loves the Sun? Iguanas”
http://www.readworks.org/passages/who-lovessun-iguanas
Internet Resource(s)
http://www.teachersdomain.org/resource/phy03.sci.ph
ys.mfe.zsolar/
http://solarsystem.nasa.gov/planets/profile.cfm?Object
=Sun
www.stargazers.gsfc.nasa.gov/pdf/froducts/books/sun
_booklet_English.htm
www.enchantedlearning.com/subjects/astronomy/sun/
www.enchantedlearning.com/subjects/astronomy/activ
ities/radiobuttonquiz/sunpz.shtml
http://hubblesite.org/education_and_museums/
www.myNGconnect.com
CCC Video on Demand: “The Sun”
CCC Video on Demand: “Our Sun”
CCC Video on Demand: “Bill Nye – Gravity”
www.brainpop.com - Sun and Moon, Gravity, Light,
Solar System, Stars, Life Cycle
of Stars, Milky Way
AIMS
AIMS: Florida 3rd Grade: Earth Science
Our Sun the Star, Sun Prints, Solar Water
Collection, The Scoop on Stars, Our Sun, The
Star, How Far Is the Sun?, Star Near, Star
Far, Overcoming Gravity (foldable), Little
Launchers, Gravity-Defying Olympics
PACING: 4 Weeks
SAMPLE FOCUS ASSESSMENT QUESTIONS
Why do most stars look like points of light
instead of bright disks in the sky like the Sun?
A. They are not bright?
B. They are very small?
C. They are not very hot?
★D. They are far away from Earth.
Which of the following statements is true about
the force of gravity?
★A. Gravity can be overcome.
B. Gravity only exists on Earth.
C. Gravity is the most powerful force
in the universe.
D. Gravity’s force is the same
everywhere in the universe.
ScienceSaurus: Grades 2-3 (Red Book)
Pgs. 213, 226 – 227
FCA CONTENT FOCUS
sun properties-2 questions
solar energy-4 questions
gravity-3 questions
scientists communication and evidence -7 questions
Note: FCA will be given after Investigating the Stars
Unit cover both units!
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LEOC CONTENT FOCUS
See Blueprint for Specific Information
CULMINATING ACTIVITY
Write About the Sun page 141. Explain millions
of years from now the Sun will produce less
energy. Write about what you think will happen
to Earth.
Page 3 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 3rd grade
Subject: Science
UNIT/ORGANIZING PRINCIPLE:
Investigating the Stars
PACING: 3 Weeks
Florida Next Generation Sunshine State Standards (NGSSS) / Benchmark Alignment
Explain that stars can be different; some are smaller, some are larger, and some appear brighter than others;
all except the Sun are so far away that they look like points of light.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
Investigate that the number of stars that can be seen through telescopes is dramatically greater than those
seen by the unaided eye.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Recognize that scientists use models to help understand and explain how things work.
Cognitive Complexity: Level 1: Recall
Recognize that all models are approximations of natural phenomena; as such, they do not perfectly account
for all observations.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
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SC.3.N.3.2
SC.3.N.3.3
Misconceptions (“Students think…”)
• Some students may think that the stars are giant balls made of fire.
• Most people know that when something is said to be “red hot” it is very hot. Thus, students might think red stars
are the hottest.
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Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 3rd grade
Subject: Science
Investigating the Stars
UNIT/ORGANIZING PRINCIPLE:
Key Learning Statement: We can study stars in the sky in many ways.
Lesson Essential Questions
Characteristics of a Star
• Why do some stars appear brighter than
others?
• How can we describe a star?
Observing Stars
• How can we observe the stars?
• How does an object look with a
magnifier and without a magnifier?
Using Models
• How do scientists use models to explain
things about the real world?
• How can we compare models to real
world objects?
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PACING: 3 Weeks
Unit Essential Question: How can we study stars?
Know
•
•
•
star
stars are burning balls of gas
the Sun is a star
•
•
telescope
magnification makes objects appear
closer
telescopes are tools used to study stars
constellation
astronomy is a science; the study of
objects in space
scientists use models to explain how
things work
•
•
•
•
Do
•
•
•
•
•
describe the characteristics of a star
including size, color and brightness
compare and contrast the Sun and
stars that are farther away
explore and explain how magnification
makes objects appear closer and bigger
compare and describe various objects
as seen with and without a magnifier
compare model approximations to the
real world
Page 2 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 3rd grade
Subject: Science
UNIT/ORGANIZING
PRINCIPLE:
Investigating the Stars
PACING: 3 Weeks
ACTIVITIES AND RESOURCES
District Lab
National Geographic Inquiry T153e-T153h “Investigate Light
Brightness, Larger Than Life” - mymarionportal
Resource Book(s)
Spots of Light by Dana Rau
Learning Masters
ScienceSaurus: Grades 2-3 (Red Book) Pgs. 224 – 225
Internet Resource(s)
www.stargazers.gsfc.nasa.gov/pdf/froducts/books/sun_booklet_english.htm
http://hubblesite.org/the_telescope/hubble_essentials/
www.myNGconnect.com
www.brainpopjr.com – constellations, telescopes
www.readingrocket.org/article/517661
http://hubblesite.org/gallery/album/star/npp/all/
http://www.nasa.gov/mission_pages/hubble/main/index.html
http://library.thinkquest.org/3645.constellations.htmlhttp://www.kidskonnect.com/sub
jectindex/15-educational/science/102-star-a-constellations.html
www.freewebs.com/benatargrl/constellations.htm
National Geographic Science Textbook
Chapter 5 Lessons 1 – 10
Science Inquiry and Writing Book
“Investigate Light Brightness” Pgs. 68 – 71
“Investigate Lenses Pgs. 72 – 75
Leveled Reader - “Star Sightings”
Assessment Book Pgs. 31 – 34
ReadWorks Passage
“Looking up to the stars”
http://www.readworks.org/passages/looking-stars
“Shining Star”
http://www.readworks.org/passages/shining-star
“Fire Flies in the Garden” (Poem)
http://www.readworks.org/passages/fireflies-garden
Content Complexity Rating Link
http://www.cpalms.org/textonly.aspx?ContentID=23&UrlPath=/page23.aspx
FCA CONTENT FOCUS
sun properties-2 questions
solar energy-4 questions
gravity-3 questions
scientists communication and evidence -7
questions
Note: FCA will be given after Investigating
the Stars Unit and cover both units!
Version 1601
AIMS
AIMS: Florida 3rd Grade: Earth Science
• The Scoop on Stars (foldable)
• Star Shades
• Sizing Up Stars (foldable)
• How Far is the Sun?
• Star Near, Star Far
• Telescopes (foldable)
• Magnify the Sky
Star Samples (activity and foldable)
LEOC CONTENT FOCUS
See Blueprint for Specific Information
CULMINATING ACTIVITY
Read National Geographic Become an Expert p. 176183. In groups, have each student draw a star from
different points in its life. Each person should label
their drawings and write captions to explain what is
happening in the drawings. Present drawings and
explanations to the class.
Page 3 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 3rd grade
Subject: Science
Plants
UNIT/ORGANIZING PRINCIPLE:
PACING: 5 Weeks
Florida Next Generation Sunshine State Standards (NGSSS) / Benchmark Alignment
Describe structures in plants and their roles in food production, support, water and nutrient transport, and
reproduction.
SC.3.L.14.1
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Investigate and describe how plants respond to stimuli (heat, light, gravity), such as the way plant stems grow
toward light and their roots grow downward in response to gravity.
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Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
Classify flowering and nonflowering plants into major groups such as those that produce seeds, or those like
ferns and mosses that produce spores, according to their physical characteristics.
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Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Recognize that plants use energy from the Sun, air, and water to make their own food.
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Cognitive Complexity: Level 1: Recall
Misconceptions (“Students think…”)
•
•
•
•
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Many Leaves: Students may mistakenly believe that all leaves look and function the same. Whereas, different plants grow a wide variety of
leaves that they use in different ways.
Watering a Plant: Some students may mistakenly believe that watering a plant’s leaves is the best strategy for watering the plants.
However, it is the roots of the plant that takes in water and the stem carries the water to flowers, leaves, and other plant parts.
Which comes First – the Fruit or the Seed?: Some students may believe that first the fruit begins growing, and then seeds begin growing
inside it. In fact, the seed forms first.
All Pine Cones Are Not the Same: Some students may think that all cones are alike. In fact, cone-bearing trees grow male and female cones,
and female cones can be especially different among species.
Page 1 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 3rd grade
Subject: Science
UNIT/ORGANIZING PRINCIPLE:
Plants
Key Learning Statement: Plants are living organisms that grow,
reproduce, and respond to their environment.
Unit Essential Question: How do plants grow, reproduce, and
respond to their environment?
Lesson Essential Questions
Know
•
Plant Structures and Functions
• What are the most important plant
structures?
• What are the functions of plant
structures?
• How are plants alike and different in
regard to their structures and
functions?
Plants and their Environment
• How do plants react to the
environment?
• How do plants help the environment?
• What affect does gravity have on
plants?
Photosynthesis
• How do plants make their own food?
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PACING: 5 Weeks
•
•
•
•
•
•
•
•
•
Nutrients are
transported from
one part of a plant
to another
physical
characteristics
nutrients
stem
roots
leaf
flowering
fruit
flower
petal
Do
•
•
•
•
•
•
•
•
•
trunk
needle
nonflowering
spores
seeds
mosses
cones
ferns
plant
structures
and
functions
•
•
•
•
•
•
•
•
•
•
•
•
effect of gravity on plant growth
all plants need water and sunlight
•
photosynthesis is the process of a plant
using energy from the sun, air, and water
to make their own food
plants absorb CO2 and produce oxygen
•
•
•
Diagram and label plant structure
Describe the role of each plant structure
Identify how roots and stems play a role
in supporting plants
Dissect a flower and label its parts
Dissect a seed and label its parts
Create a model of a non-flowering plant
Sort and classify plants into groups
based on physical characteristics
Describe reproduction in flowering
plants using the scientific terms
Compare and contrast flowering and
nonflowering plants
Design an experiment to demonstrate
how plants grow toward light and roots
grown down due to gravity
Explain how plants react to heat, light,
water, and gravity
Describe the function of leaves in
photosynthesis
Page 2 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 3rd grade
Subject: Science
Plants
UNIT/ORGANIZING PRINCIPLE:
ACTIVITIES AND RESOURCES
District Lab
National Geographic Explore Activity T5E-T5H
“Investigate Plants and Gravity
Photosynthesis Play
National Geographic Science Textbooks
Chapter 1 Lessons 1 – 6 , 7 – 9
Leveled Readers “Piggyback Plants”, “The
Forest”
Inquiry & Writing Book
• Investigate Plants and Gravity p.10–13
• Investigating Plant Parts p. 14–19
ScienceSaurus: Grades 2-3 (Red Book)p. 85–93
AIMS: Florida 3rd Grade: Life Science
Enviroscape, Plant Parts, Getting to the
Root of It, Down Under, Roots Required,
Stems, Stem Stumpers, Leaves Make
Food, Looking at Leaves (with foldable),
Flowers, A Plant Begins, Will I Sprout?,
Sunlight Studies, I Seek the Light, Root
Rotations, Seeds and Spores (foldable),
Flower Power (with foldable)
ReadWorks Passage
“Miss Johnson’s Plant Experiment”
http://www.readworks.org/passages/missjohnsons-plant-experiment
“Magic Tomatoes”
http://www.readworks.org/passages/magictomatoes
Model Eliciting Activity
What Does Your Garden Grow?
FCA CONTENT FOCUS
physical characteristics,
structure and function -13 questions
plants and their environment-4 questions
photosynthesis-3 questions
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PACING: 5 Weeks
SAMPLE FOCUS ASSESSMENT QUESTIONS
AIMS
Budding Botanist – “A Flower Study” / “Plant Structure
Facts”
Primarily Plants
Content Complexity Rating Link
http://www.cpalms.org/textonly.aspx?ContentID=23&UrlP
ath=/page23.aspx
Master Gardeners (arrange through the county extension
office to come and speak to students)
Internet Resource(s)
www.superteacher.com – Parts of Plants, Vocabulary,
Scavenger Hunt
www.myNGconnect.com
Living Necklace:
http://aitc.oregonstate.edu/teachers/pdf/handson/living.p
df (Or Google seed
necklaces to plant)
The Great Plant Escape:
http://urbanext.illinois.edu/gpe/
Interactive
Plant
Quiz:
www.woodlandsjuniorkent.sch.uk/revision/Science/plant.htm
CCC Video on Demand: “Flowers”, “Life Cycles”
www.brainpop.com – Seed Plants, Photosynthesis,
Plant Growth, Carnivorous, Six Kingdoms
http://studyjams.scholastic.com -plants with seeds,
plants without seeds, roots and stems, mosses
and ferns, photosynthesis, plant adaptation
Resource Book(s)
Learning Masters Pgs. 12 – 15
Assessment Handbook Pgs. 3 – 6
LEOC CONTENT FOCUS
See Blueprint for Specific Information
The stem is an important part of many plants.
Which of the following is most similar to the
role performed by the stem of a plant?
A. an anchor holding a boat in place
B. a snack company producing energy bars
C. a colorful sign attracting people into a
store
★ D. an elevator transporting supplies from
one floor to another
Differentiation for Low Content Students:
• Vocabulary Support – Provide
Academic Language Frames
Example: ____________make food for
the plant
____________ holds up the
leaves
• Use diagrams of flower parts to label
and provide word banks
• Use the Pioneer books and questions
from Nat Geo: “Piggyback Plants”
Differentiation for High Content Students:
• Expansion of topic – Research unusual
flowers and how they reproduce. Make
labeled posters and have students
explain their research.
Us the Pathfinder books and questions from
Nat Geo. “Piggyback Plants”
CULMINATING ACTIVITY
Create a model (2D or 3D) of a plant. Label its
structures and write to describe the role each
structure plays,
Page 3 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 3rd grade
Subject: Science
UNIT/ORGANIZING PRINCIPLE:
Classifying Animals
PACING: 4 Weeks
Florida Next Generation Sunshine State Standards (NGSSS) / Benchmark Alignment
Classify animals into major groups (mammals, birds, reptiles, amphibians, fish, arthropods, vertebrates and invertebrates,
those having live births and those which lay eggs) according to their physical characteristics and behaviors.
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Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Misconceptions (“Students think…”)
• Backbone or No Backbone: Many of the animals students are used to seeing, such as dogs and cats, have
backbones. As a result, students may believe that most animals have backbones.
• Invertebrates Are Animals: Students often limit their use of the term animal to vertebrates. Whereas, some
animals are also invertebrates and both are diverse and important.
• Many Eggs: Some students may believe that only birds lay eggs, or that all eggs are white and oval shaped. When
in fact, different kinds of animals lay different kinds of eggs.
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Page 1 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 3rd grade
Subject: Science
Classifying Animals
UNIT/ORGANIZING PRINCIPLE:
Key Learning Statement: Animals are living organisms that can be
grouped according to physical characteristics and behaviors.
Lesson Essential Questions
Vertebrates verses Invertebrates
• What characteristics identify a
vertebrate?
• What characteristics identify an
invertebrate?
Classifying Animals
• How are animals classified?
• What are some differences in the
physical characteristics of groups of
animals?
• What are some differences in the
behaviors of groups of animals?
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PACING: 4 Weeks
Unit Essential Question: How are animals grouped according to
physical characteristics and behaviors?
Know
•
•
•
Vertebrate
Invertebrate
•
•
•
•
•
•
•
Arthropods
Birds
Reptiles
Amphibians
Mammals
Fish
Arthropods are the largest group of
animals on Earth
behaviors of each animal group
live birth
birth with eggs
physical characteristics of each animal
group
•
•
•
•
Do
•
•
•
•
•
•
•
Classify animals into vertebrates and
invertebrates
Identify the physical characteristics of
vertebrates and invertebrates
Identify animal groups
Classify animals into the six major
animal groups
Identify the physical characteristics of
each animal group
Compare and contrast their physical
characteristics
Identify behaviors of specific animal
groups
Compare and contrast behaviors of
specific animal groups
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Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 3rd grade
Subject: Science
Classifying Animals
UNIT/ORGANIZING PRINCIPLE:
PACING: 4 Weeks
ACTIVITIES AND RESOURCES
National Geographic Science Textbook
Chapter 2 Lessons 1 – 11
Resource Book(s)
Learning Masters p. 17 – 18, 19 – 22, 23 – 30,
36 – 39,
Assessment Handbook p. 7 – 9
Inquiry & Writing Book
Investigate Animal Class p. 24 – 27
Math and Science/Using Tables Organize
Information p. 20-23
Leveled Readers “Leapin Lizards”
ScienceSaurus: Grades 2-3 (Red Book) p.100–
117
AIMS
Critters
AIMS: Florida 3rd Grade: Life Science
Carl Linnaeus: Organizer of Living Things
(foldable), Vertebrates and Invertebrates (foldable),
Bare Bones, Boning Up on Structure, Analyzing
Arthropods, It’s in the Cards (classify/comparing),
All Sorts of Animals (classify by characteristics),
Making Sense of Mammals, Exceptions to the
Rules (foldable), Wings ‘n’ Things, Fish and Their
Fins, Animal Antics (foldable), Animal Egg-sperts
(foldable)
Content Complexity Rating Link
http://www.cpalms.org/textonly.aspx?ContentID=23
&UrlPath=/page23.aspx
Model Eliciting Activity
Animal Habitat MEA
ASSESSMENT CONTENT FOCUS
vertebrates vs. invertebrates-5 questions
classifying animals-12 questions
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Internet Resource(s)
www.myNGconnect.com
CCC Video on Demand: “Life Cycles”
Amphibians, Mammals, Marine Mammals, Insects, Invertebrates,
Reptiles, Birds – Bill Nye
www.brainpop.com – Vertebrates, Mammals, Fish, Amphibians,
Invertebrates, Reptiles, Birds
www.brainpopjr.com – Classifying animals, Hibernation, Migration,
Camouflage
http://studyjams.scholastic.com – Vertebrates, Invertebrates, Animal
Adaptations, Arthropods
SAMPLE FOCUS
ASSESSMENT QUESTIONS
What is true of all vertebrates?
A. They have wings.
B. They have four legs.
★ C. They have
backbones.
D. They are warmblooded.
ReadWorks Passages
“Trouble in the Ocean”- http://www.readworks.org/passages/troubleocean-0
“Animals get Ready”http://www.readworks.org/passages/animals-get-ready-0
“Amazing Animal Helpers” http://www.readworks.org/passages/amazing-animal-helpers
“What’s in the Oceans? Amazing Ocean Animalshttp://www.readworks.org/passages/whats-oceans-amazing-oceananimals
“China- The Giant Panda”http://www.readworks.org/passages/china-giant-panda
Habitats- Zoos
http://www.readworks.org/passages/habitats-zoos
“What’s the big idea about water?”
http://www.readworks.org/passages/whats-big-idea-about-waterliving-things-ecosystems-need-water
District Lab
National Geographic Directed Inquiry T45I-T45L “Investigate Animal
Classification”
LEOC CONTENT FOCUS
See Blueprint for Specific
Information
CULMINATING ACTIVITY
Create a visual presentation about a specific animal or group
describing its physical characteristic and behaviors
Page 3 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 3rd grade
Subject: Science
UNIT/ORGANIZING PRINCIPLE:
Environmental Influences
PACING: 4 Weeks
Florida Next Generation Sunshine State Standards (NGSSS) / Benchmark Alignment
SC.3.L.17.1
Describe how animals and plants respond to changing seasons.
HE.3.C.1.4
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Recognize common childhood health conditions.
HE.3.C.1.5
Cognitive Complexity: Level 1: Recall
Recognize that body parts and organs work together to form human body systems.
Cognitive Complexity: Level 1: Recall
Misconceptions (“Students think…”)
•
•
•
Version 1601
Many Kinds of Leaves: Some students may think that all leaves are wide and broad, such as those that grow on many deciduous trees. However,
the needle-like parts of evergreens, the spines of cactuses, and blades of grass are leaves, too.
Warm on the Inside: Some students might think that thick fur or hair make heat of their own. In fact, the animal’s body releases heat. Fur, hair
and body fat all trap heat inside the body.
Migration: Some students may believe that only birds migrate or that animals migrate only to avoid cold weather. In fact, many animals migrate,
sometimes throughout the year to find food and water.
Page 1 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 3rd grade
Subject: Science
Environmental Influences and Health
UNIT/ORGANIZING PRINCIPLE:
Key Learning Statement: Animals and plants respond to changes in the
seasons.
Lesson Essential Questions
Environmental Changes
• How does the environment change with
each season?
Animal Response to Changes
• How do animals physically change as
the seasons change?
• What causes animals to migrate?
• What causes animals to hibernate?
Plant Response to Changes
• How do plants physically change as the
seasons change?
Health
• Why is it important to be healthy at an
early age?
• How do your body parts and organs
work together to keep you healthy?
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Unit Essential Question: How do animals and plants respond to
changes in the seasons?
Know
•
PACING: 4 Weeks
Do
•
•
environmental characteristics of each
season
climate
Describe various environments and how
they change during the seasons
•
•
•
•
•
migrate
hibernate
animals that hibernate
animals that migrate
animal adaptations (ex. camouflage)
•
Describe how animals respond to the
changes in the season
Explain why some animals hibernate
Explain why some animals migrate
•
•
•
deciduous
evergreen
response of plants to changing seasons
•
common childhood health conditions
(asthma, diabetes, food allergies, dental
care, cold, flu, mumps, measles,
chickenpox, tetanus, whooping cough
main body organs such as heart,
stomach, brain
•
•
•
•
•
•
•
•
•
Identify plants as deciduous or
evergreen
Compare and contrast the response of
plants to changes in the season
Identify examples of childhood illnesses
Describe symptoms of childhood
illnesses
Identify major body parts/organs
Describe how 2 body parts can work
together
Page 2 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 3rd grade
Subject: Science
UNIT/ORGANIZING
PRINCIPLE:
Environmental Influences
PACING: 4 Weeks
ACTIVITIES AND RESOURCES
SAMPLE FOCUS ASSESSMENT QUESTIONS
District Lab
Internet Resource(s)
National Geographic Guided Inquiry
www.learner.org/jnorth - wildlife migration and
T103a-T103d “Investigate
seasonal change
Temperature in Seeds Sprouting”
National Geographic Science
Textbook
Chapter 3 Lessons 1–10
Leveled Readers
“Animals of Denali”
Resource Book(s)
Learning Masters p.31 – 35
Assessment Handbook Pgs.
10 – 15
ScienceSaurus: Grades 2-3 (Red
Book)
p.134–138, 140–143
ReadWorks
“Spring into Poetry”
http://www.readworks.org/passages/s
pring-poetry
www.conserveturtles.org
www.myNGconnect.com
www.brainpop.com – Hibernation
www.brainpop.com – Migration
http://studyjams.scholastic.com– changes in
ecosystems
AIMS
Online Activity: Animal Antics
AIMS: Florida 3rd Grade: Life Science
Migrations and Destinations (foldable),
Migration (foldable), Hibernation
(foldable), Dormancy Details (foldable),
Seasonal Changes (foldable),
Seasonal Studies
A. They hibernate
B. The produce flowers.
C. They make more food.
★ D. They shed leaves and do not make food.
Content Complexity Rating Link
http://www.cpalms.org/textonly.aspx?ContentID=23&UrlP
ath=/page23.aspx
FCA CONTENT FOCUS
environmental changes-4 questions
animal response to changes-10 questions
plant response to changes-3 questions
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What happens to many plants during winter in areas
where it is cold?
END OF COURSE EXAM FOCUS
See Blueprint for Specific Information
CULMINATING ACTIVITY
Read “Become an Expert: Shenandoah National Park:
Changing with the seasons” pages 108-115
Draw Activity p. 116 -Choose a season. Draw a plant
or animal from the park as it appears during this
season. Add labels or write a caption to explain what
you drew. Share with classmates and group drawings
according to seasons.
Page 3 of 3